Successfully reported this slideshow.

Bringing Educational Resources For Teachers in Africa - BERTA


Published on

MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education

Published in: Education
  • Be the first to comment

  • Be the first to like this

Bringing Educational Resources For Teachers in Africa - BERTA

  1. 1. Quality online education: Bringing Educational Resources For Teachers in Africa - BERTA Panel: TEACHER PROFESSIONAL DEVELOPMENT University of Pennsylvania, Philadelphia, USA 11 April 2014 Gard Titlestad Secretary General International Council For Open and Distance Education, ICDE
  2. 2. • The leading global membership organization for open, distance and online education • An NGO official partner of UNESCO, and shares that agency’s key aim – the attainment of quality education for all • ICDE believes that in pursuing education as a universal right, the needs of the learner must be central. • Members in all regions of the world 25 Years Support From Norway
  3. 3. Academic track Policy – governmental track Blended learning track North – South – South track
  4. 4. The picture
  5. 5. The BIG Picture • Online and distance education is steadily increasing all over the world India Sweden Russia South America The US Africa Australia China
  6. 6. The BIG picture • The growth in higher education is massive
  7. 7. 20442030 320 400 2007 - 2030 Mill. students EU/OECD projections the need for HE by 2030: 400 mill.
  8. 8. New teachers needed in classroom (??) by 2015
  9. 9. And the need For new teachers by 2030……….
  10. 10. The BERTAproject
  11. 11. BERTA: Background Need for qualified teacher trainers in ODL Need for teachers offering quality ODL Need for quality ODL Need for teachers
  12. 12. BERTA Bringing Educational Resources For Teachers in Africa
  13. 13. An idea consulted among stakeholders: • To develop a high quality Open Educational Resource, OER, as open online courseware for training teachers/ faculty in open, , distance and online learning. • Target group for the project result: Teacher trainers. • The first regional area of priority should be Africa. • A regional focus on Asia will be considered when the project has delivered.
  14. 14. The Consortium • Fundació per a la Universitat Oberta de Catalunya (FUOC) – Spain • South African Institute for Distance Education, SAIDE, South Africa
  15. 15. BERTA: Objectives • 1. Collate a set of OER organised into a course format that will enable teacher trainers in African higher education institutions to learn about the potential of distance and eLearning to support teacher development and empower them to adapt existing OER to suit their own contexts of practice. • 2. The set or collection of themed resources will be in a form that promotes flexible delivery options of the full set or a selection thereof by the target audience. • 3. Offer teachers the possibility to participate in a pilot of the HANDSON ICT project: • 4. The resource and its constituent parts will be developed in consultation with the target stakeholder community but the final version will be published under a creative commons CCBY licence and hence will become available to anybody with an interest in using distance and eLearning provision to support expanded quality teacher development.
  16. 16. Stakeholders Cooperaiton: Knowledge network
  17. 17. Stakeholders invited • African Council for Open and Distance Education (ACDE) • The African Virtual University • The OpenCourseWare Consortium. • UKOU TESSA • Cambridge’s oer4schools project • Distance Education and Teacher Education in Africa (DETA) • Active members of the OER Africa African Teacher Education Network: – Mauritius – Tanzania – Zambia – Kenya – South Africa – Togo – Ghana • Asian Association of Open Universities (AAOU) • China Open University • Contact North, Canada • Universitas Terbuka, Indonesia • Open University, UK • UNISA, South Africa • Open University of Netherlands • The Commonwealth of Learning (COL) • The European Association of Distance Teaching Universities (EADTU) • The Sloan Consortium • UNESCO • The European Commission • The African Commission
  18. 18. Timeline Phase 1
  19. 19. Idea Consult Call Consortium 1/2012 2/12 1/13 2/13 1/14 Project Deliver Implement 2/14 1/15 2/15 Effect Expand Cooperation Awareness Anchoring Improvement Fundraising Phase 1
  20. 20. A few reflections MOOC – MOC Diversity Fundamental principles - education The Appendix
  21. 21. Are MOOCs Really Open? MOOC or MOC? No, all rights reserved. No, non-OER license. No, all rights reserved. Note: some institutions using CC anyway. Yes, CC BY or CC BY-SA Partial, CC BY-NC on some Most MOOCs are open only in the sense of free enrollment. Paul Stacey, Associate Director of Global Learning, Creative Commons, Oktober 2013 MOOC or MOC
  22. 22. Mind to MOOCs Overview, reflections and brainstorming in whitening water Think tank 20 October 2013, Open Universitty of China, Beijing, China To be reported to the ICDE Standing Conference of Presidents meeting and Policy Forum
  23. 23. Excerpts from ICDE Mind to MOOCs report A few of the issues and recommendations Equity. • Consider this initiative as an opportunity to rethink our role as universities and take up MOOCs. . • Integrate open MOOCs in our respective institutions • National, regional and transnational cooperation is a great opportunity in developing MOOC and MOOC-alike concepts. Diversity. • Undertake contextualized strategies when implementing MOOCs • Be aware of cultural and language aspects → anglo-centric core, colonialism • OER and OCW as the basis for MOOC will ease contextual, cultural and language adaptation Innovation and Quality. • Improve and innovate on pedagogical aspects: methodologies, content formats, assessment. • Provide learning analytics as a tool for improving the courses. Connect the learning process and research for new knowledge and improvements. • Promote research about MOOCs. • Keep moving towards quality. Beyond quantity of MOOCs and users, the focus on quality is essential for sustainability.
  24. 24. Dr Qian Tang, Assistant Director-General for Education, UNESCO (8/11/2013). It is necessary to repeat the confirmation of fundamental principles: • Education is – A fundamental human rights – A public good – A basis for man's attainment of peace, sustainable development, gender equality and responsible global citizenship – A key factor in reducing inequality and poverty. • And further: Imperative for Education for post 2015 agenda must be: – Equitable access to education for all and at all levels – Quality of education and learning – Fairness – Gender equality – Lifelong learning
  25. 25. Thank you!
  26. 26. Bali, Indonesia from 19-21 November 2014, hosted by Universitas Terbuka.
  27. 27. Academic track Policy – governmental track Blended learning track North – South – South track
  28. 28. From the UNESCO OER Declaration • Foster awareness and use of OER • Encourage the development and adaptation of OER in a variety of languages and cultural contexts • Encourage the open licensing of educational materials produced with public funds. ICDE work shouder to shoulder with UNESCO and other stakeholders to have this implementet
  29. 29. OER and Open and Distance Learning can increase the impact of investments in knowledge OER & ODL Open Access – open science Research based OER Research based teaching Innovation in education – open innovation Innovate the learning system – flip the classroom Knowledge supply for innovation High quality education Research based education Resource based education Open education